Publication: Second-Order Confirmatory Factor Analysis of 21<sup>st</sup> Century Mathematics Teaching Predicament among Secondary Mathematics Teachers in Secondary Educational Service Area Office Lopburi
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Issued Date
2024-01-01
Resource Type
eISSN
29850290
Scopus ID
2-s2.0-105005593283
Journal Title
Science Essence Journal
Volume
40
Issue
1
Start Page
1
End Page
17
Rights Holder(s)
SCOPUS
Bibliographic Citation
Science Essence Journal Vol.40 No.1 (2024) , 1-17
Suggested Citation
Tiengyoo K., Sotaro S., Thaithae S. Second-Order Confirmatory Factor Analysis of 21<sup>st</sup> Century Mathematics Teaching Predicament among Secondary Mathematics Teachers in Secondary Educational Service Area Office Lopburi. Science Essence Journal Vol.40 No.1 (2024) , 1-17. 17. Retrieved from: https://hdl.handle.net/20.500.14740/21029
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Abstract
This study aimed to anlyze the second-order confirmatory factor analysis (CFA) of the 21st century mathematics teaching predicament (MTP) among secondary mathematics teachers in Secondary Educational Service Area Office Lopburi (SEAOL). The study uses a quantitative research approach and the Technological Pedagogical Content Knowledge (TPACK) framework to examine teaching, learning and knowledge theory. In the first semester of 2022, sixty secondary school mathematics instructors were chosen by multi-stage random selection from the SEAOL. A 0. 94-confidence questionnaire was used to study mathematics teaching predicament. The data were analyzed using second-order confirmatory factor analysis (CFA) with the AMOS program. The results of the study showed that the 21st century MTP model had a good fit with the data (χ2 = 11.852, df = 10, χ2/df = 1.185, p-value = 0. 295, GFI = 0. 952, TLI = 0. 963, CFI = 0. 982, NFI = 0. 906 and RMSEA = 0. 056) with technological capability, knowledge of content, variety of teaching methods, requirements for using technology, school technology support, the narrative teaching method, and the use of technological tools to influence mathematics teaching predicament, with influence values of 0. 85, 0. 73, 0. 67, 0. 63, 0. 31, 0. 08, and 0. 00, respectively. The research showed how each element affected these secondary school math instructors. The least influential factor was the use of technology. The results showed that, to improve education, educators should develop and apply new technology in the classroom.